The purpose of the present study is to determine the effect of thought acceptance and mindfulness on increasing the self-control behavior of children with ADHD. Initially, the researcher will determine the length of time in which each participant can currently tolerate the delay period to consume a preferred food item. Once a stable baseline of wait time is obtained, participants will be asked to select between a small, immediate portion of a food item and a larger, delayed portion of the food item. Following this phase, Self-Control Training will begin. During the Self-Control Training, the researcher will present a large portion of a preferred food item and the participant will be instructed to accept his thoughts about want to eat the food and become mindful of his thoughts and body sensations that he is experiencing while waiting to consume their preferred food item. After completing five training sessions, the experimenter will conduct probes measuring the selection of the small immediate and larger delayed portion as well as the length of time in which each participant can wait to consume the food items. Data collected from these probes will be compared to baseline data in order to determine the effects of accepting thoughts and mindfulness for enhancing self-control behavior. It is expected that participant's ability to tolerate the delay to consume the food item will gradually increase as the researcher continues to implement the Self-Control Training.

Reframing, a therapy technique which allows the therapist to restate a situation or problem so that it is perceived in a new way, has received considerable attention recently because of its purported positive effects on the therapeutic process. The increase in the use of reframing has taken place despite an absence of empirical confirmation of its effectiveness. Proponents of reframing comment on its usefulness early in the therapeutic process as a means for helping clients to more positively view their symptomatic behavior, to experience some affective relief, to shift toward an increased sense of control regarding their symptoms, and to view their counselor and their expectations for counseling more positively. The purpose of this study was to examine the differential effects of reframing and selfcontrol responses on the subjects' expressed degree of loneliness, depression, and perceived control of loneliness. In addition, effects of these interventions on the subjects' ratings of the interviewers and the subjects' expectations regarding counseling were explored.

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No description available.

Many varieties of consumption are often mischaracterized as “addictive,” such as social media use, chocolate consumption, shopping, and viewing pornography, even though considerable evidence indicates that they are not intrinsically addictive. This research examines whether labeling everyday products and activities as “addictive,” a common occurrence in modern media, popular culture, and marketing, can actually influence consumption. Given the consistent use of warning-based interventions related to established addictions (e.g., cigarettes, drugs, gambling), there exists an implicit assumption that warning consumers about the addictiveness of freely available products and generally socially acceptable activities will reduce the behavior. However, the potentially negative consequences of labeling non-addictive behaviors as addictive remain unclear. It was predicted and found that explicitly framing everyday consumption behavior as being addictive reduces consumers’ perceived control over the focal behavior resulting in increased consumption. Specifically, across twelve studies, consumers led to believe that consumption activities including eating chocolate and granola, shopping, using social media, and viewing pornography are addictive increases that behavior due to a decrease in perceived control. The effect of the addictive frame was not found to occur for purely virtuous and arguably less desirable and enjoyable foods (e.g., peas). Further, the effect does not spillover to other similar foods (e.g., M&Ms versus Skittles), meaning the effect is not simply a result of inducing a general lack of perceived control over all activities. Finally, boosting control by reminding consumers of situations where they had control over their own food consumption attenuated the effect of existing addictive beliefs. Alternative explanations such as the influence of a diminished sense of personal responsibility (via guilt), the forbidden fruit effect (via desire and excitement), affect regulation, and descriptive social norms were also tested and ruled out. This research has implications for how these behaviors are portrayed in marketing communications, the media, and public policy, and can be used to develop more effective interventions for at-risk consumers. / 2019-06-06T00:00:00Z

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No description available.

Self-control is required when an agent encounters some opposition to acting on her better judgments. One such opposition is diminished motivation, that is, a lack of desire to act on a better judgment. Thomas Connor compares two views of successful self-control, actional (i.e. the view that self-control is produced by a motivated action) and non-actional (i.e. the view that self-control consists of having unmotivated thoughts), and argues that non-actional views are better at explaining successful self-control in cases of diminished motivation. I reject Connor’s suggestion that successful self-control is likely to be non-actional by presenting two arguments: (1) non-actional views do not possess an advantage in explaining successful self-control because of a failure to provide an account of how self-controlling thoughts arise when self-control is required, and (2) actional views can account for successful self-control in the case of diminished motivation, namely, by prescribing minimally taxing strategies of self-control.

This study assessed the efficacy of the application of cognitive-behavioral self control therapy with a sample of psychiatrically impaired adolescents. Ten adolescent inpatients (5 male/5 female), residing within the Adolescent Unit of the State Hospital of a Southwestern state, were selected as subjects. Subjects ranged in age from 12 to 17 years and were paid volunteers. Subjects were assessed pretreatment for non self controlled behavior via the teacher rated Self Control Rating Scale (Kendall & Wilcox, 1979). This measure also served as the blocking variable utilized for random assignment to treatment or control group. Five adolescents were assigned to each group. Pretreatment measures of social perspective taking (Chandler Bystander Cartoons; Chandler, 1973) and social problem solving (Means-Ends Problem Solving test: Platt & Spivack, 1975) were taken additionally. All three measures were repeated at posttreatment and at 4 week follow-up. Treatment consisted of twelve 60-minute sessions held 3 times a week over the period of 4 weeks. The treatment consisted of a group application of Kendall's (1980) Cognitive-Behavioral Self Control therapy. The main treatment strategies included: (1) a problem solving approach, (2) self instructional training, (3) behavioral contingencies, (4) modeling, (5) affective education, and (6) role play exercises. The separate strategies were essentially interwoven. Except for the cognitive-behavioral self control training proper, subjects in both treatment and control groups were given similar tasks, task instructions, and performance feedback. Results found a range of behavioral self control skills distributed among the subjects but failed to support the hypothesis of associated poor social perspective taking and social problem solving skills. Treatment failed to improve teacher ratings of behavioral self control at posttreatment and at follow-up. Likewise, no significant improvement was found in social problem solving skills at posttreatment or follow-up, although a trend toward improvement was suggested. A significant improvement in social perspective taking skills was found in the treatment group at posttreatment. The improvement was maintained at 4 week follow-up. The results are interpreted as suggesting that cognitive-behavioral self control training can be useful in facilitating the further development and enhancement of previously inadequate cognitive capacities in psychiatrically impaired, non self controlled adolescents. Certain suggestions for enhancing the effectiveness and generalization of the treatment approach are discussed.

The two criminological theories that conflict most sharply in terms of their fundamental assumptions about human nature and social order are control theory and cultural deviance theory. This research tests two major hypotheses derived from these theories. The first is that norms regulating the use of "force and fraud" are universal, and the second is that deviant behavior is caused by parents' failure to adequately socialize their children. The first hypothesis is tested through an analysis of the sanctioning practices of 100 cultures, drawn from the Human Relations Area Files. The results indicate that norms regulating the use of force and fraud are universal, and that the circumstances under which such acts are not sanctioned are quite limited. Apparent exceptions occur mainly when the consequences of the acts for social order are less severe or nonexistent. These findings indicate that certain norms are universal, and this fact can provide insight into human nature. If all societies prohibit some of the same acts, then these acts must present a threat in all societies, and members of all societies must perceive them as such. This indicates that people naturally tend to engage in criminal acts, since it is implausible that all societies would teach people to engage in behavior that they then punish. In order to identify the causes of the failure to learn cultural norms, micro-level data from the National Survey of Children are analyzed. According to Gottfredson and Hirschi (1990), delinquency is most likely to occur among children whose parents do not adequately care for them. The results show that parents with lower self-control are less attached to their children, they do not adequately supervise their children, and they are more likely to use punitive forms of punishment. In turn, their children are less attached to them, they are less likely to report feeling guilty after deviation, and they are more likely to engage in a wide range of deviant acts. In sum, the evidence shows that children's deviance is the result of inadequate child-rearing practices.